Bridging conceptual understanding and mathematical representation through game-based cuboid learning in junior high school

In the era of modernisation, conceptual understanding and mathematical representation are key components of education. However, many students still encounter difficulties in understanding and accurately representing rectangular prisms. This study addresses the need for innovative learning by examining students' experiences in understanding and representing rectangular prisms through a Role-Playing Game-based educational game and module. This study employed a qualitative method to understand the experiences of 17 eighth-grade junior high school students in learning rectangular prisms through an RPG game and a supplementary module. Data were collected through observation, module analysis, and documentation and then analysed thematically. The findings revealed that while some students found it easier to grasp concepts through visual exploration, others struggled to apply these concepts flexibly beyond the game. Students who actively engaged in gameplay demonstrated a deeper understanding and were better able to make meaningful conceptual connections. Although verbal representation improved significantly, symbolic representation remained challenging for some students. This study emphasises the importance of designing educational games that support conceptual understanding and representation skills. The implications of this study highlight the need for the development of interactive learning media that can facilitate students' conceptual connections and foster their mathematical representation skills

THE EFFECT OF IMPLEMENTING SEMESTER CREDIT SYSTEM (SKS) COURSES ON SYMBOLIC INTERACTION OF SENIOR HIGH SCHOOL STUDENTS IN CIREBON

The implementation of the 2013 curriculum requires students to be creative, innovative, and fast and responsive. The implementation of the 2013 curriculum brings a new method of learning, namely the Semester Credit System (SKS) in high schools. Learning using SKS is one innovative alternative to improving the quality of learning. This SKS program provides varied learning and flexible learning time management adjusted to the learning load according to the learning speed of students. This research method was carried out by filling out a questionnaire by SKS students, which aims to obtain a comprehensive picture of the symbolic interaction of students in Cirebon. The subject of this study was only one person because the researcher had difficulty getting relations from SKS high school students, who had graduated. The implementation of SKS can have an impact on interactions between students. This is due to the difference in the system between SKS classes and regular classes. In SKS classes, students must be accustomed to fast and dense learning so that the time used to interact with other friends is less. The results obtained show that SKS class teaching can help students advance and consider every step they take. Even the existence of SKS classes does not make students individualistic, but rather individuals who are easy to get along with and enjoy working together

Efektifitas Pembelajaran Concept Mapping Group Resume pada Pemahaman Matematis Materi Bilangan Bulat

Pengembangan kemampuan berpikir logis dalam pembelajaran melibatkan pemecahan suatu masalah, penalaran, serta deduksi. Menurut Sholekah pada pembelajaran matematika adalah salah satu mata pelajaran yang didalam proses pembelajarannya tidak hanya bergatung pada hafalan rumus, tetapi juga diperlukan adanya pemahaman yang lebih mendalam. Metode penelitian yang diterapkan adalah metode deskriptif kualitatif. Hasil penelitian menunjukan bahwa model pembelajaran Concept Mapping Group Resume (CMGR) efektif digunakan dalam meningkatkan pemahaman matematis siswa pada materi bilangan bulat. Berdasarkan hasil wawancara dan data angket, siswa memberikan respon yang cukup positif terhadap efektivitas pembelajaran Concept Mapping Group Resume (CMGR) dalam meningkatkan pemahaman matematis pada materi bilangan bulat